{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,27]],"date-time":"2026-10-27T16:05:25Z","timestamp":1793117125619,"version":"4.5.0"},"reference-count":19,"publisher":"Walter de Gruyter GmbH","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2022,1,27]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec id=\"j_ijnes-2021-0153_abs_001\">\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>Preceptors support nursing students when transitioning to the professional nursing role. This study explored student perceptions of preceptor characteristics that promoted or hindered learning.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"j_ijnes-2021-0153_abs_002\">\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A Likert-scale survey including two open-ended questions was sent to 571 nursing students completing a preceptorship experience. Descriptive statistics were used to analyze responses to the Likert-scale items. Qualitative analysis was completed on the two exploratory questions to extract themes.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"j_ijnes-2021-0153_abs_003\">\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Students rated the preceptor between 4=Very Good and 5=Outstanding for all items. No significant differences in scores were found when comparing results between programs. Themes assisting in learning included: increasing independence gradually and pushing out of comfort zone. Themes identified that hindered learning included: doubting self and being pushed aside.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"j_ijnes-2021-0153_abs_004\">\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Future implications include communicating preceptorship objectives and providing ways to apply research to practice. These findings can guide collaboration between academic and practice partners to\u00a0assist with transition to practice.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1515\/ijnes-2021-0153","type":"journal-article","created":{"date-parts":[[2022,9,18]],"date-time":"2022-09-18T23:55:56Z","timestamp":1663545356000},"source":"Crossref","is-referenced-by-count":5,"title":["Supporting the transition to practice: preceptor behaviors that foster a positive student preceptorship experience"],"prefix":"10.1515","volume":"19","author":[{"given":"Elizabeth","family":"Flott","sequence":"first","affiliation":[{"name":"Creighton University , Omaha , NE , USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sarah","family":"Ball","sequence":"additional","affiliation":[{"name":"Creighton University , Omaha , NE , USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Julie","family":"Manz","sequence":"additional","affiliation":[{"name":"Creighton University , Omaha , NE , USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Trisha","family":"Beiermann","sequence":"additional","affiliation":[{"name":"Creighton University , Omaha , NE , USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Maya M.","family":"Khanna","sequence":"additional","affiliation":[{"name":"Creighton University , Omaha , NE , USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"374","published-online":{"date-parts":[[2022,9,19]]},"reference":[{"key":"2025121208422983642_j_ijnes-2021-0153_ref_001","doi-asserted-by":"crossref","unstructured":"Brandt, C. 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